Beauclerc and Chennestone

Learning Booklet

Successful Learners, Confident Individuals, Responsible Citizens

4Rs

Resourcefulness Resilience Reflection Reciprocity

Feedback

Collaborative Improvement

Learning, Teaching

Assessment Strategies

Challenge

Growth Mindset

Learning

Learning Environment

Physical and Emotional

Challenge =

How are we enabling Challenge?

High aspirations

Subject knowledge and accurate pitch and expectations; knowledge of next steps

Rich learning environments, risk taking encouraged, safe to make mistakes

Motivational and creative approaches – learning is in context and open ended

Contextual and learning narratives for curriculum planning

Active and Visible Learning

Growth Mindset

Philosophy for Children

Quality Dialogue – dialogic teaching, talk for learning

Quality Questioning – different types of questions used, Blooms Taxonomy

HOT – Higher Order Thinking

No waiting to learn

Feedback – using success criteria

Adapting learning as a result of feedback

Self- monitoring strategies eg collaborative improvement

Application of learning in new and different contexts – using ‘Creating’ the highest order skill

Learning Behaviours eg Resourcefulness, Resilience

Emotional Well-being – intrinsic motivation

Independent Learning

Support and scaffolding, inclusive strategies,

‘Do, Review’ methodology

Metacognition strategies* and reflection questions – using the language of learning

Motivating ‘product outcomes’

More Effort

More Learning

More Confidence

Take risks

More Success

Progress

Persevere Strive

Practice and Learning Zones

Challenginglearning.com Children move in and out of the Practice and Learning zones. Challenge happens in the learning zone.

Potential ability

Current ability

Subconscious ability

What does Assessment look like at Beauclerc and Chennestone

Assessment at Beauclerc and Chennestone is intrinsic to learning

Assessment takes place in the lesson and involves the children

Assessment enables the learning to be responsive to children’s needs

Assessment enables the teacher to o adapt and refine, o explore misconceptions o increase the pace and pitch of learning o give feedback in the lesson

Assessment and feedback enables the children to understand how to improve

Assessment promotes pupil well-being and positive, can do attitudes to learning Assessment features of the children’s learning experience

Pupil whiteboards to promote ‘ can-do’ attitudes, confidence and a willingness to experiment

Visualisation techniques and equipment, eg Singapore Bar Model, Numicon, number fans,

Visualisers

iPads used to capture learning

Oral, discursive and responsive feedback

Use of success criteria

Identification of success

Identification of ways to improve

Modelling improvement

Time to respond to feedback

Collaborative Improvement

Mini plenaries

Effective questioning

Higher order thinking

Reflection questions and time

Learning partners

Learning collaboratively

Dialogue

Opportunities to ‘Do and Review’

Appropriate pitch and challenge

Happens throughout the session

‘No hands up’ to promote engagement and dialogue

Tasks to assess and evaluate learning

Mediated support

Trust in practitioner knowledge – more is assessed than recorded as in EYFS Benefits of Assessment techniques at Beauclerc and Chennestone

Allows the teacher to reshape and adapt the learning throughout the session

Responds to children’s needs

Actively involves the children

Enables misconceptions to be addressed and used as valuable learning points

Increases the o pace and rate of learning o quality and quantity of outcomes

Creates ‘Can do attitudes’. Children will have a go, explore ideas and solutions – experiment

Makes learning conditions safe to try out things and take risks

Encourages o children to learn collaboratively o articulate their learning and develop quality dialogue o use of the language of learning

Promotes o high levels of engagement throughout the session o excellent learning behaviours and attitudes to learning

Promotes and builds resourcefulness, independence and resilience

Provides immediate feedback so pupils can adjust their learning and apply improvements

Enables achievement

Promotes staff and pupil well-being and enthusiasm

Physical Conditions for Learning

Emotional Conditions for Learning

Time and place is effective – time is maximised, every minute counts, no waiting to learn

Everyone demonstrates respect for others and consistency is a feature of the environment

Bright with lots of natural light – raise blinds when not needed

Teacher / pupil talk builds self-worth, pupil ideas are valued and used

Water available to drink during lessons – using a system which does not distract from learning

Pupils are encouraged to speak confidently / there is a balance of teacher/ pupil talk

Temperature and air quality is appropriate Teachers, other adults and children listen carefully to

each other and share ideas

Noise levels, internal and external, are not distracting – Soundfield Systems used where available

Thinking and response time is given, active listening skills are taught and developed

Furniture minimised and organised to create good lines and sense of space

The focus is on positive behaviour, pupils who are behaving well / positive role models

Furniture organised to create a flexible, versatile teaching space and collaborative learning

‘Growth Mindset’ is promoted and intrinsic rewards valued

Resources clearly labelled, accessible to children, enable independence, support learning

Rights Respecting language is modelled, RR charters are clear, used and displayed

All areas of the room are uncluttered and tidy, labelled Pupils are given responsibilities and encouraged to

be independent

Display uses colour, texture, layout etc. effectively, sets high standards

Active learning and the variety of activities enhance learning capability / capacity / success for all

Display interests, stimulates and motivates pupils – interactive, changing, useful for learning

Classroom organisation and the physical environment promotes emotional well- being

Display supports learning and how to be an effective learner– visual prompts / posters

Pupils have their own space eg draw and peg - plus an available time out space

Shared learning goals / learning narratives / pupil questions and ideas displayed

Praise and reward systems match school ethos and promote positive feelings for all children

Language rich environment Pupils work in a variety of groupings as appropriate

for different activities

Expectations are clearly displayed, charters, systems, routines etc

Opportunities are planned for group and collaborative work, collaborative skills are taught

Attractive, motivating reading and writing areas Assessment for learning strategies are embedded

Time out space / quiet area - without negative associations

Collaborative evaluation and reflection are well established with learning agreements in place

SEN support in place eg visual timetables, signage, personal spaces and resources

Pupils have the confidence to make mistakes / view them as a learning experience

Support for learning resources easily accessible Pupils and staff have high expectations and there is

challenge for all

Learning objectives, success criteria displayed other than on interactive whiteboard

Pupils supported and challenged by use of inclusive teaching strategies, not confined by activities

Learning and self-evaluation prompts displayed Activities take account of different learning needs, eg

use Do, Review, Apply cycle

Reward / achievement charts, if used, are motivational / positive / promote ‘Growth Mindset’

Lessons have a variety of outcomes eg a presentation, verbal feedback, The Arts

Music is used for signage / mood The 4Rs are used, displayed, understood -

Resilience, Reciprocity, Resourcefulness, Reflection

Opportunities for stillness / quiet / calm Pupils have opportunities to be reflective about

learning and themselves as learners

Timetables, weekly planning displayed / easily accessible. Class Information folders up-to-date

Time each week for class discussion, worry boxes in place, children know who they can talk to

Storage space is organised and maximised TA provides pastoral support, all staff alert to key

concern indicators, Care Team referral cards used

ICT resources effectively organised, maintained and used to support learning

Opportunities created to make a positive contribution to the class, school and community

KS1 role play areas / experiences are well cared for and developing - KS2 role play areas encouraged

Class actively care for designated areas for Biodiversity, playground activities and equipment

Environment shows learning is clearly a focus - the environment reinforces learning

Class activities develop a sense of belonging and pride, evident in pupil feedback

Learning environment reflects school ethos, builds emotional well-being, children care for environment

Pupils use ‘Restorative Approaches’* confidently and can describe thoughts and feelings well

All pupils feel valued and secure, engage, have high aspirations and experience success.

Pupil diversity is encouraged and pupils show respect for a wide range of skills and viewpoints Pupils are confident, self-disciplined, enthusiastic, independent learners

Growth Mindset – a learning mindset

Motivation is the most important factor in determining whether you succeed in the long run – not only the desire to achieve, but also the love of learning, the love of challenge and the ability to thrive on obstacles. These are the greatest gifts we can give our students.” Carol Dweck, 2006

Pupil’s motivation is determined by whether they see ability as

fixed (entity learner) or

growth (incremental learner).

Fixed Mindset Characteristics Growth Mindset Characteristics

My intelligence is a fixed trait – I have a certain amount and that’s that.

My intelligence is something I can increase through my own efforts.

I feel clever when things are easy, where I put in little effort and I outperform my peers.

There are differences between people in how much they know and how quickly they master things.

I need easy successes to feel clever. I love to learn something new.

I don’t want to have my inadequacies and errors revealed.

I am excited by challenge.

Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle.

I feel clever when ...

Developing a Growth Mindset

Find out what children think

Talk about Mindset - the comfort zone, stretch or learning zone and panic zone

Balance Challenge with Skill development

Praise effort and achievement not ability

Promote the ‘Effort Effect’ (and Practice )

Develop metacognitive questions and thinking about learning

Replace competition with co-operation – promote peer critique and feedback

Make mistakes positive - a challenge and a way of learning

Use the power of ‘Yet’

Develop the power of constructive feedback – eg Austin’s Butterfly

Avoid external rewards – use intrinsic motivation

Model Growth Mindset / use role models as examples

Create a Growth Mindset Character as a visual prompt What to Praise

Make praise meaningful - 5 rules of wise praise

Praise effort not ability - effort, struggle, persistence despite setbacks

Praise specifics not generalities

Praise privately

Praise authentically

Praise behaviours (what they do ) not individual ( who they are) Language of Growth Mindset

Well done, you are learning to...

I’m really pleased you tried that. Look what you’ve achieved.

You wrote a sentence with a full stop and capital letter. Next time you could try to include an adjective.

I like the way you ...

That’s skilful.

What are you most proud of?

How are you more successful than before?

This is what we did last time. Let’s see what we can achieve today.

The 4Rs: Resilience, Resourcefulness, Reflectiveness, Reciprocity

Resilience: the emotional aspects of learning

What it Means

Absorption Being able to lose yourself in learning – becoming absorbed in what you are doing.

Managing Distraction Recognising and reducing distractions

Noticing Looking for patterns and details in experiences

Perseverance Developing a ‘can do’ attitude. Keeping going in the face of difficulties and recognising that learning can be hard.

Resourcefulness: the cognitive (or thinking) aspects of learning

What it Means

Questioning Asking questions of yourself and others. Being curious.

Making Links Seeing connections between different aspects of learning.

Imagining Using your imagination to put yourself in new experiences or explore possibilities. What if?

Reasoning Using logic and rational skills to work things out methodically – constructing good arguments.

Capitalising Drawing in a full range of resources books, people, internet …..

Reflectiveness: the strategic aspects of learning.

What it Means

Planning Thinking about where you are going and what actions you going to take to get there – what resources you will need.

Revising Being flexible changing your plans if things happen.

Distilling Looking at what is being learned and pulling out the essential features.

Meta-learning Knowing yourself as a learner – know you learn best.

Reciprocity: the social aspects of learning.

What it Means

Interdependence Knowing when it’s appropriate to learn on your own or with others

Collaboration Working with others and respecting other viewpoints.

Empathy and Listening Contributing to other’s experiences by listening to them and understand what they are really saying.

Imitation Constructively adopting methods. Habits or values from other people whom you observe.

What good practice in learning and teaching will look like in the classroom The focus will be on ‘What are we learning?’ rather than ‘What are we doing?’ Good practice is evaluated by impact on and outcomes for learners, learning within and across sessions. Key features of good practice will include:

High level of pupil interest, engagement and achievement

High expectations and appropriate level of challenge

Learning is visible and identifiable within a coherent learning narrative

A positive climate and environment for learning

Assessment for Learning and a range of formative assessment strategies

Clearly defined learning objectives / outcomes not complicated by context (eg instructions not instructions for jelly)

Contexts that are relevant, purposeful, linked to other areas of the curriculum / prior learning

Children are clear about what they are learning and how to improve

Success Criteria – key learning points / stepping stones to the learning goal – identified, shared, used and developed with the children

Starting points which excite, motivate and inspire

A balance of teacher / pupil talk including during the lesson introduction

Questioning and dialogue promote learning - Talk for Learning –

Quality dialogue - fewer but more discursive questions and the use of alternatives to questions

Challenging, targeted questioning and opportunities for extended dialogue – higher order questions ( HOT )

The use of Learning / Talking Partners, ‘no hands up’, thinking and response time

Modelling and scaffolding activities – pupils will be then be clear what is expected of them

Opportunities to learn using the Do, Review, Learn, Apply process / cycle

Active involvement of pupils from the moment they enter the lesson and including during the lesson introduction though the use of apparatus, white boards, fans, number lines etc, talking partners, collaborative evaluation, collaborative and practical activities, effective use of Teaching Assistants and varied outcomes

Time is maximised, every minute counts, no waiting to learn – personnel and organisation ensures this

The use of inclusive strategies including focused guided groups

The use of resources and practical apparatus to support learning

Opportunities to work collaboratively and develop skills of working as part of a group

Practical activities, first hand enquiry and the use of the Arts, the Outdoor and the wider environment

Opportunities to develop and apply communication, reading ,writing and mathematical skills

Outcomes which promote creativity and respond to different learners

Teaching Assistants actively involved throughout the lesson. They have a clear role in the lesson and / or work with defined pupils on a focused objective

Technology used to support learning where appropriate

Opportunities for children to communicate their learning and develop quality and varied presentational skills

Teachers respond to feedback during the lesson and adapt learning and teaching in the session

Constructive feedback to pupils on learning throughout the lesson to move learning forward, clarify learning, ensure pupils know what they have to do to be successful and improve, how much time to do it etc.

Pupils know what ‘quality’ looks like – analysis of comparative examples – use of visualisers

Reflection and evaluation of learning is modeled, given time and in use by pupils – use of visualisers

Throughout the lesson pupils have the opportunity to reflect on and evaluate: o themselves as learners o what they are learning and how successful they have been – progress within lesson o what they need to do next to improve

Music, physical activity, pupil voice and variety used to promote learning and well being

Six key aspects to include in planning learning

1. Clear Specific learning objective

2. Active learning ‘No waiting to learn’ HOT – Higher Order Thinking

3. Planned assessment for learning opportunities

4. Feedback throughout lesson to enable children to improve

5. Adaptation of learning as a result of feedback

6. Effective deployment of TAs to enable learning and progress.

Definition of Feedback Information which is used as the basis for improvement Dialogue that identifies success and development

Feedback on Learning

Quality feedback takes place during the lesson, supports learning, informs teaching, enables teachers to adapt learning during sessions and communicates information to enable children to improve

Time for reflection, evaluation, feedback, improvement and application is planned into sessions

Feedback uses success criteria and focuses on clarifying and extending learning. It encourages children to be reflective

It is not expected that the varied outcomes or written work will be ‘marked’ by the teacher. It will be more usual for teachers to give oral feedback in the lesson, individually or as a group / class, to directly impact on learning and that children will use ‘Collaborative Improvement’

The Feedback Ladder Functions of the Feedback Ladder

Provide visual reminder of feedback process and encourage a learning dialogue between learners and learners and learners and adults

Support collaborative improvement and enable self-regulation strategies

Enable process of reflect and review, improve and implement – eg Austin’s Butterfly

Promote a Growth Mindset attitude – learning from mistakes and encourage children to strive to improve

Collaborative Improvement - a key feature of feedback on learning in the classroom

involves children in critique and feedback to identify success and improvement

provides good opportunities to make and apply improvements

develops the skills of editing and drafting

supports children to recognise what they are doing well and how to improve

creates reflective, self-aware and independent learners and writers

raises children’s achievement

How successful have I been?

1. Review How well success criteria met E.g. use success criteria, peer review, visualiser and adult feedback

2. Improve Decide specific improvement / next steps for improvement and the best way to do it / strategy to use. E.g. Collaborative improvement

What do I need to do to improve?

Apply and improve

Self-regulation Strategies monitor check reflect review visualise explain evaluate create Be resourceful question imagine make links reason

3. Implement Make the improvement, check and review (repeat ladder), apply to new or other learning

Disadvantaged Pupils What we do well to enable Successful Learners, Confident Individuals, Responsible Citizens Beauclerc and Chennestone Schools maintain a high profile for Disadvantage Pupils to ensure that they have excellent opportunities to achieve, participate and be successful. The Schools are committed to raising achievement, reducing barriers and increasing opportunities We strive to challenge the achievement gap between Disadvantaged Pupils and Non-disadvantaged Pupils Disadvantaged Pupil Support is delivered through four key approaches

1. Strategic overview:

DP Champion: awareness raising and creating opportunities

DP Team and Care Team group

Tracking attainment and progress; participation in school; pupil and family support attendance

Networks and partnerships 2. Raising Achievement: Specific Learning Interventions, for example

Mathematics: small groups, online coaching

Reading Support through a variety of intervention schemes

Writing : activities to engage and inspire

Speech and Language support

Coaching for learning 3. Reducing Barriers to learning

HSLW child and family interventions

Improving attendance

Parenting Puzzle and Pyramid Club

Counselling and Pastoral support

Transition Groups 4. Increasing opportunities

Participation in school life

Extracurricular provision

Access to funding What we do well examples :

Greater awareness of DP and their individual needs

Care team meetings, actions and monitoring

Pastoral Provision, Coaching, Counselling, Family support, Safeguarding support

Membership of local DP network and projects

Effective TA support - for learning, well-being and additional activities

Year Group Action plans identify DP

KS2 SATs DP above DP nationally – most DP achieve well

DP performance information tracked and analysed – used to focus intervention

Planned interventions for achievement and well-being, closely monitored for impact

Effective use of expertise and available resources

Speech and language expertise and intervention – Beauclerc

The way we teach eg. collaboration, reflection , metacognition

Well-being initiatives eg, Rights Respecting Schools, Mindsets, Fun Friends, Restorative approaches, positive behaviour culture , Pyramid Clubs, Parenting Puzzle, Resilience transition groups, Zippy

Professional development eg. Attachment, Philosophy for Children, Communication difficulties

New initiatives for year 6 planned and implemented; effective in raising confidence and achievement for individuals or groups eg Coaching for learning, Digi-Smart, Third Space

Beanstalk - Reading intervention for KS2 and KS1

Pupil Voice opportunities, Green team, Pupil Parliament, Surveys such as Mindsets

Wider opportunities eg clubs, visits,

Play provision at lunchtimes, peer mentor support

LAC support, designated teacher, attendance at PEPs Beauclerc funding used mainly for Speech and Language expertise, Home School Link Worker, counselling and coaching, additional TA support What we are doing or could do to improve

Ensure interventions are effective, through robust planning and organisation, accurate needs identification, specific objectives, tracking and evaluation

Develop case studies further through involvement of all staff, time allocation, scaffolding Case Study formats, creating impact stories for specific children

Emotional Wellbeing SIT Focus 2017

What We Do Well Examples

The Way we Teach and Learn examples

Learning environments

How we assess – feedback, peer and self-assessment, Collaborative Improvement

Growth Mindset, use of language, mistakes as learning opportunities

The 4Rs – Resourcefulness, Resilience, Reflection and Reciprocity

Collaborative learning – learning partners changed regularly / random

Use of whiteboards, no hands up strategies

Learning assemblies Pastoral Care examples

Pastoral Team and Care Team

Coaching and Counselling, ELSA trained staff , trained Peer Mentors

Class TAs – pastoral role

Circle time, Worry boxes and Praise trees in class, ‘What to do When Boxes’, social stories

Pyramid Clubs, Parenting Puzzle

Zippy, Fun Friends, Kindness groups, transition groups

Family Support, DP champion

Attendance procedures

Outside agencies engagement

Safeguarding, E-safety, Safeguarding Team – 5 staff, robust Child Protection

Curriculum: RSE, PHSE, Book Week, Arts Week, Extraordinary Days, Charity Days, Anti-bullying events Positive Behaviour examples

Positive Behaviour policy and practice

Restorative approaches

Positive language and interactions with children and other adults

Intrinsic rewards / no rewards

Gold Anti-bullying Award

Play ethos, lunchtime activities including PlayPod Rights Respecting School examples

RRS Award level 1

Global network programme – global projects eg. Yr6 Migration and Refugees

Recent Projects – Pride and Belonging, Effort Effect, Heathy Lifestyles, Achievement Books

Philosophy for children approaches

Pupil Voice – Circle times and Pupil Parliament,

Green Team – Green Flag Awards – nine areas of sustainability Inclusion examples

Provision maps and Interventions based on diagnostic information

Sensory Room, additional adults

Autism trained staff and classroom set up – eg visual timetables

Engagement with outside agencies and specialist teachers

Parental engagement: Workshops, PTA, HSLW, Forums, information systems Staff – well-being examples

Manageable systems – eg marking and SIT, streamlined paperwork

Appraisal linked to CPD and key priorities and an annual collaborative coaching / research project

Valued, empowered, good opportunities, flexible arrangements, professional development

Collaboration and team work, time provided in Year teams, support systems, consultation eg on choice of year groups

Successful Learners, Confident Individuals, Responsible Citizens

Adult Focus - Top 20 Checklist for a High Quality Early Years Experience

How well are we using these strategies for improving teaching and learning?

1 Stimulating, thought provoking and challenging learning experiences / spaces are provided across the whole of the classroom (indoors and outdoors)

2 Resources are open – ended, intriguing, challenging, relevant and provide opportunity for possibilities in their use and application.

3

Learning Experience Spaces provide:

1) Space for children to expand and ‘spread out’; to work and explore in open and larger spaces

2) Cross-curricular learning opportunities

3) Cover many of the 7 aspects of learning, yet not in isolation

4) Challenge, context and interest

5) Link clearly to learning objectives identified by teacher

4

Topics (where used) are supported within the environment to ensure learning is relevant and meaningful. (However these do not lead the experiences and learning within the spaces, but offer a supportive theme for linking thinking, language and investigation.)

5

Experiences and spaces are enhanced and added to; directly building on the children’s thinking, planning and learning. Spaces change and offer new experiences at least every half term, as children move through their learning. (These can be modified or completely changed... as led by the children.)

6 Resources and children’s creations, experiments and designs have opportunity to be left (not tidied away) and returned to the following day; supporting children in valuing each step of their learning and play.

7

Each area is equipped with supportive materials to extend learning across the core subjects. (e.g. clipboards, books (fiction/ non-fiction ) that support that area of learning, pens, cameras, empty pre-made ‘big books’ for creating stories of the learning journey etc)

8

Each learning space within the classroom (indoors and outdoors) supports at least two key areas of learning. Your classroom does not need to provide '7 areas’ to support the 7 areas for learning Your classroom must provide for learning across the 7 areas. Opportunities can be combined into a few well thought out, richly resourced, stimulating and inviting experience areas/ learning spaces that provide a rich context for learning.

9

Learning is the 'Language' across every experience within the classroom and adults value and support the play opportunities equally as a teaching method. This ethos leads the dispositions and attitudes of both children and adults.

10 Focused teaching is planned to take place within the play areas - at least 60% of "focussed teaching" Teachers and LSA’s / TA’s play and learn collaboratively with the children at least 80% of the teaching day.

11

Adults display a high level of Adult/Child Interaction skills which support thinking, cognition and language acquisition. Adults model speaking and listening skills throughout the learning day and plan to teach language and vocabulary at every opportunity.

12 Ample time is given for children to reach their conclusions. Adults model this in the time planned for children to explore and learn.

13 Adults refer back to learning objectives during play and exploration, supporting children to develop plan-do-review and purposeful learning skills.

14 Appropriate levels of evidence of children's learning during their play are gathered; which clearly outline children's achievements and significant development steps that have been reached during play and exploration.

15 Routines ensure that no child is ‘waiting to learn’ at any point throughout the day.

16 Group or whole class activities provide high level interest and draw the children into their learning objectives for the day, ensuring sessions are multi -sensory, 1st hand, relevant, practical and sensory/ involving movement.

17 Talk for writing is modelled effectively; making clear links to purposeful writing, reading and research.

18 Adults model using academic skills (reading, writing and mathematics) during playful or exploration activities, to support children in using these skills purposefully.

19 Adults skilfully observe children's learning during their play and accurately identify skills, levels and understanding. This supports the further extension of the environment and opportunities presented for children to take their learning to the next stage.

20 Planning clearly supports the learning opportunities presented.

Learning objectives are referred to, clearly stated and adults make clear links to how these are being explored through their play and explorations. Planning documents are 'working documents' and clearly show how children's learning and developments enhance planned experiences.

Pupil Focus - Top 20 Checklist for a High Quality Early Years Experience

How well are we providing a learning environment to

enable children to learn and engage at the highest level? Children ……..

1 Purposefully engaged in opportunities and learning experiences to enable progress in thinking and learning

2 Access resources, spaces and experiences across the classroom independently and maintain focus on their chosen play and exploration for an appropriate amount of time.

3 Confidently make choices that will support them engaging in purposeful play and learning.

4 Able to plan – do – review their learning at each key step

5 Confidently generate, try out and practise new ideas and skills.

6 Persisting with a chosen task, even when challenges occur. Willing to 'get it wrong' and feel secure within their environment to actively learn, explore, analyse, define, create and evaluate.

7 Initiate ideas or activities and apply learning directly to their play, explorations and creative work.

8 Generate ideas and are confident to be inventive, creative, imaginative and resourceful.

9 Make choices and decisions independently; having the maturity and skill to be intentional, plan, persist, and have a clear focus.

10 Make predictions confidently; skilfully testing out their ideas, evaluating the outcome and planning the next steps.

11 Give reasons and explanations and will confidently describe their reasoning and talk about their thinking.

12 Showing satisfaction in meeting own goals.

13 A value and attitude that more effort or a different approach will increase learning and outcomes.

14 Use rich, expressive, technical language to describe their learning.

15 Make clear links from ‘adult led learning’ and modelling of new concepts or learning presented by adults or peers.

16 Skilfully link more academic skills and thinking to their playful and exploration learning. (Reading, Writing, Mathematics,)

17 Skilfully learn collaboratively with adults and peers. Responding to ideas, thinking and input of others to build on or enhance their learning and outcomes.

18 Skilfully ask and answer open-ended questions. Evaluate answers and analyse information.

19 Organise their time and use planned time purposefully to achieve goals set.

20 Display happiness, contentment and satisfaction during their daily learning activities.

Created by T Bagnulo Reviewed September 2017

Successful Learners, Confident Individuals, Responsible Citizens